Purposes and Objectives of the Use of Web Sites in Classes

(1) Should this item be treated as a major factor? Is this objective
relevant?
(2) Will class-specific Web sites or the Internet become important in the
near future (1-2 years) for accomplishing this objective?

1. Provide the larger context: Any 10-week course which claims any
degree
of depth represents necessarily only a slice of a larger context and
discipline. A system of Web sites facilitates such a broader
perspective.

Is Item Relevant?

Very ___

Quite ___

Somewhat ___

Not ___

Is Internet Important?

Very ___

Quite ___

Somewhat ___

Not ___

2. Add diversity to the presentation of class content (in addition to the
use of lectures, in-class discussions and hard-copy readings).

Is Item Relevant?

Very ___

Quite ___

Somewhat ___

Not ___

Is Internet Important?

Very ___

Quite ___

Somewhat ___

Not ___

3. Facilitate and improve outside-class communication between instructor
and students
thereby, for example, reducing the need for intervening, intermediating
teaching assistants.

5. Provide a seminar or small group atmosphere for discussion even in
larger classes and encourage participation of students who might otherwise
not participate.

Is Item Relevant?

Very ___

Quite ___

Somewhat ___

Not ___

Is Internet Important?

Very ___

Quite ___

Somewhat ___

Not ___

6. Accommodate special needs of a student population with highly diverse
backgrounds and skill levels (i.e. create multi-level learning
environments).

Is Item Relevant?

Very ___

Quite ___

Somewhat ___

Not ___

Is Internet Important?

Very ___

Quite ___

Somewhat ___

Not ___

7. Integrate the teaching of a broader range of library- and internet
related resource skills
into the presentation of subject areas.

Is Item Relevant?

Very ___

Quite ___

Somewhat ___

Not ___

Is Internet Important?

Very ___

Quite ___

Somewhat ___

Not ___

8. Provide opportunity to students to experiment with hypertextual
presentation of projects.

Is Item Relevant?

Very ___

Quite ___

Somewhat ___

Not ___

Is Internet Important?

Very ___

Quite ___

Somewhat ___

Not ___

9. Encourage students to accept partial responsibility for their own
education and ownership of their learning processes through active,
electronically enhanced learning experiences and creation of a learning
infrastructure in their own system of Web sites.

Is Item Relevant?

Very ___

Quite ___

Somewhat ___

Not ___

Is Internet Important?

Very ___

Quite ___

Somewhat ___

Not ___

10. Provide more continuity beyond the constraints of an individual
quarter class by permitting early preparation (before start of the
quarter) and continued Web-based "participation" in the class and
class-related happenings after the quarter and the "official" part of the
class is over.

Is Item Relevant?

Very ___

Quite ___

Somewhat ___

Not ___

Is Internet Important?

Very ___

Quite ___

Somewhat ___

Not ___

11. Promote collaboration and acquisition of teamwork skills.

Is Item Relevant?

Very ___

Quite ___

Somewhat ___

Not ___

Is Internet Important?

Very ___

Quite ___

Somewhat ___

Not ___

12. Instill in students the idea that they -- through their work on class
projects -- are making contributions not just to themselves, their grades
or my office paper collection but to their peers and, possibly, larger
segments of society.

Is Item Relevant?

Very ___

Quite ___

Somewhat ___

Not ___

Is Internet Important?

Very ___

Quite ___

Somewhat ___

Not ___

13. Enable students to organize their daily (home-job-campus) logistics
more efficiently in time & space.

Is Item Relevant?

Very ___

Quite ___

Somewhat ___

Not ___

Is Internet Important?

Very ___

Quite ___

Somewhat ___

Not ___

14. Enable students to expand and practice their computer communication
skills

Is Item Relevant?

Very ___

Quite ___

Somewhat ___

Not ___

Is Internet Important?

Very ___

Quite ___

Somewhat ___

Not ___

15. Facilitate boundary-spanning communication and activities between
disciplines and, as importantly, between class and community. In Economic
Geography, such activities include student research, internships and
Service Learning / Community Outreach arrangements.